combined example 2006 portfolio

Task 1 Travel Survey

kle the problem of finding the qu

t for people to use when travelling

the Royal Logistics Corps, this k

ople in your group, to identify

d from home, to

ke

Distance from Aldersho

Town

1Dwygyfylchi

2Dundee

3Glasgow

4HerefordInvergord

Lo ÷ 10 = 30

65 ÷ 10 = 6.5hr =

61 ÷ 10 = 6.1hr = 6

SPEED = distance ÷ time == 3

COST 556.97 ÷ 10 = £55.70 (C

981.50 ÷ 10 = £98.15 (T

COST PER MILE £0.18 car

COST PER MILE = 981.50 ÷ 3094

K (different calculation) average cost

MILES 600.8 – 126.2 = 4

KILOMETRES 96

CK (rev

0.8 x 1.6 = 961.3 =

tance so my scale will be20cm = 1000km

10cm = 500km

1cm = 50km

0.2cm = 10km

s 96 x 0.2 = 19.2cmCH

ConclusionsMy calculations show that the

and train journeys. There is a

expensive as car journeys. Th

always pay the full standard fa

the range so the average jour

individuals to go home.

The data is presented as cha

easily for the number of week

relative distances easily on a

6 wee8

weekends10%

4weekends

10%

6weekends

30%

5weekend

30%

7weekends

20%

4. How many

5. What is the cost of yo

the British had on the outco

Communication L2 eviden

The leaflet you produce.

Keep a record of the source

the way in which you took n

in your portfolio.

Take part in a discussion ab

ata collection (1): Travel Survey

the time to complete this questionna

andidate by Thursday 22nd.mally trave

Key skills Combined exampleportfolioApplication of number, communication,problem solving

2006Levels

1 and 2

First published in 2006

© QCA/DELLS/CCEA 2006

Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is

prohibited without prior written permission of the publisher, unless within the terms of the Copyright

Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or

review, or by educational institutions solely for educational purposes, without permission, provided full

acknowledgement is given.

Printed in Great Britain.

The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities

Act 1993.

Qualifications and Curriculum Authority

83 Piccadilly

London W1J 8QA

www.qca.org.uk

Contents

Foreword iii

Overview iv

Commentary v

Portfolio 1

Assessment checklist: application of number level 1 1

Location of evidence: application of number level 1 1

Assessment record N1.1 2



Assessment checklist: communication level 2 5

Location of evidence: communication level 2 5

Assessment record C2.1a 6

Assessment record C2.1b 7

Assessment record C2.2 8

Assessment record C2.3 9

Assessment checklist: problem solving level 2 10

Location of evidence: problem solving level 2 10

Assessment record PS2.1 11



Candidate’s evidence 14

iii

Foreword

Key skills are for everyone, from learners in the workplace, colleges and schools,

to chief executives in large companies. They are the skills most commonly needed

for success in education, training, work and life in general. The six key skills are:

■ application of number

■ communication

■ improving own learning and performance

■ information and communication technology

■ problem solving

■ working with others.

In developing key skills, people improve the quality of their learning as well as their

performance in the world of work.

When QCA completed its review of the key skills qualifications and units, it was

clear that there was a need for examples of key skills portfolios.

Over the past two years we have published example portfolios for all six key skills at

levels 1 to 3. The portfolios show one key skill being developed in different projects.

We have now produced portfolios that show different key skills being developed in

a single project.

The example portfolios are based on the 2004 key skills qualifications standards and

guidance for the six key skills. They provide practical guidance on organising and

referencing portfolio evidence and on the kind and amount of evidence required. They

are intended, along with the 2004 standards documents, to help assessors understand

the key skills. Their production is supported by the key skills awarding bodies.

Ken Boston AO

Chief Executive Officer, QCA

Overview

The key skills awarding bodies and the three regulatory authorities (the Department forEducation, Lifelong Learning and Skills (DELLS, formerly ACCAC), the Council forCurriculum, Examinations and Assessment (CCEA) and the Qualifications and CurriculumAuthority (QCA)) have produced this example portfolio as a result of a collaborativeproject. The purpose of the project was to produce a set of portfolios that would givepractitioners a clear understanding of the requirements for key skills portfolios.

We have now published four example project portfolios: ■ Combined example portfolio: application of number, communication, problem

solving (levels 1 and 2)■ Combined example portfolio: application of number, communication, information

and communication technology, improving own learning and performance (levels 1–3)

■ Combined example portfolio: application of number, information and communicationtechnology, communication (levels 1 and 2)

■ Combined example portfolio: problem solving, improving own learning andperformance, working with others (level 3).

The project group selected a range of learning and vocational contexts to show applicationof the skills and levels across the four combined portfolios. While a specific context may not be directly relevant to all sectors, the principles of approach, recording andassessment apply and should prove useful to all.

Key skills chief moderators and external verifiers for the awarding bodies have met andscrutinised the portfolios. They agree that the portfolios meet the standards for the keyskills qualifications. QCA chaired and facilitated the meetings.

These portfolios went through an internal assessment by a centre and then an externalverification/moderation process by the centre’s awarding body. Each of them met the standardand received a pass. They should be viewed as such, not as perfect examples of work.

You will see that improvements could be made to the portfolios. For example evidencecould be more effectively or logically presented. However, room for improvement is tobe expected: candidates develop skills over time, reflecting and progressing as they doso. Key skills are free-standing qualifications open to everyone at any age. This meansthat portfolios of evidence are created in a range of academic, occupational andvocational contexts.

Also included in the portfolios are:■ record sheets that make the feedback and assessment decisions clear■ commentaries that outline some of the issues and describe the context in which the

candidate gathered the evidence.

Some of these portfolios have been reworked to avoid ‘benefit of the doubt’ situations.The record sheets have been rewritten to make decisions clearer to the reader. Duringthe copying process, some loss of clarity may have occurred, especially in images thatwere originally in colour.

These example portfolios should be read with The key skills qualifications standards andguidance (2004), which provides advice and guidance on the assessment of key skills.

QCA and the key skills moderators and external verifiers would like to acknowledgethe valuable contribution of centres and students in the production of these materials.

iv

v

Commentary

This portfolio has been produced by a trainee soldier, aged 17, as part of their course.

This person is training to be in the Royal Logistics Corps.

The portfolio provides evidence for communication level 2, application of number

level 1 and problem solving level 2.

The tasks (on pp14–15) are an integral part of the Army’s training programme and

are set out initially as problems. The first task involves carrying out a travel survey.

The second task is a piece of research into the contribution of British forces to the

Normandy landings during D-Day.

Communication level 2

The group discussion is about the role of British forces during D-Day. Evidence is

presented as an assessment record. The short talk is based on the findings of the travel

survey. The notes and images and an assessment record are included as evidence.

The research into the role of British forces during D-Day is summarised as a leaflet.

Extracts from the three source documents are included. Note that although two

sources is the minimum requirement, it is appropriate to use three if necessary. In this

case, the third source provides a particular image.

The first written document is the report from the travel survey, which is

approximately 500 words in length. The second written document is a leaflet of one

side, summarising some of the ways British forces contributed to the success of

the Allied forces during D-Day.

Images, in the form of pie charts and a diagram, are used during the talk to convey

information (C2.1b). Images are also used in the research (C2.2) and in the leaflet

(C2.3) because this is appropriate to the subjects, although it is not a requirement of

the standards to use this many images.

Application of number level 1

The travel survey allows interpretation of information from more than two sources.

One source is the results of the candidate’s travel survey. The second type of source is

the table of motoring costs and train timetables and prices.

Calculations related to amounts or sizes, scales or proportion and handling statistics

are included in the rough working and the report on the travel survey. The calculations

relate to distances, the costs of travel by car and train, the time taken for journeys and

the number of weekends travelled home during the 26-week course. There is checking

by estimation and rounding up. The candidate also checks to ensure that totals are

100 per cent for pie charts.

There are conclusions from findings in the report. The findings are presented as pie

charts and a diagram.

vi

Problem solving level 2

The first problem involves finding the quickest and most cost-effective ways to travel

home, from Aldershot, for the people in the candidate’s class. The methods of solving

the problem relate to ways of finding the information required to answer these

questions. The candidate uses two ways of finding the information and explains why.

There is evidence of planning, implementing and reviewing. The report confirms that

the problem has been partly solved.

The second problem involves designing a leaflet. The possible ways of solving the

problem consider different ways of getting design ideas and presenting them for the

leaflet. There is evidence of planning, implementing and reviewing. The leaflet itself,

together with assessor comments, confirms that an appropriate design has been

produced and that the problem has been solved.

Application of number

Level 1APPLICATION OF NUMBER LEVEL 1

ASSESSMENT CHECKLIST

Page List items of evidence and where they N1.1 N1.2 N1.3are located in the portfolio

1 2 1 2 1 2 3 4

16 Travel survey questionnaire x x

17 Motoring costs from AA website x

18 Information from Autoroute CD-ROM x

19 Information from thetrainline x

20–21 Bearings from Liverpool (calculations of distance and angle) x x x

22–27 Report on travel survey and information for short talk x x x x x x

LOCATION OF EVIDENCE

N1.1Interpret information from twodifferent sources. At least onesource must include a table, chart,graph or diagram.

1.1.1Obtain the information you need to meet the purpose of your task;and

1.1.2 identify suitable calculations to getthe results you need.

N1.2Carry out and check calculationsto do with:a. amounts or sizesb. scales or proportionc. handling statistics.

1.2.1 Carry out calculations to thelevels of accuracy you have beengiven; and

1.2.2check your results make sense.

N1.3Interpret the results of yourcalculations and present yourfindings – in two different waysusing charts or diagrams.

1.3.1Choose suitable ways to presentyour findings; and

1.3.2use more than one way ofpresenting your findings; and

1.3.3present your findings clearly using a chart or diagram; and

1.3.4describe what your results tell you.

Indicate the location of evidence of the following:Table, chart, graph or diagram

N1.1Interpret information

Amounts or sizes Scales or proportion Handling statisticsN1.2Calculations

One way Another wayN1.3Interpret calculations Pie charts p.25Diagram p.27

2425, 2720–21

17–19

Assessor Declaration: I confirm that the details above are correct and that the evidence submitted is thecandidate’s own work and the candidate meets all the requirements for certification of this key skill.

Assessor Name: Candidate Name:

Assessor Signature: Candidate Signature:

Date: Date:


Level 1

Page 2

APPLICATION OF NUMBER LEVEL 1ASSESSMENT RECORD

N1.1 Interpret information from two different sources. At least one source must include a table, chart, graph or diagram.

What was the subject and purpose of the calculation?

To carry out a survey of the ways in which people on the course travel home at weekends and how often they travel.

Did the candidate…

Obtain the information theyneeded to meet the purposeof their task?


Identify suitable calculationsto get the results theyneeded?

(tick)

Yes No

(tick)

Yes No

Comments and examples

A. Candidate has used datafrom a website to find outabout costs of petrol and hasused the results of the surveyas the other source.


A. Candidate was able tounderstand that he neededto work out the distancetravelled in a given time bypublic and private transport.He identified the need forranges and averages and useof percentages for pie charts.

✓

✓



Date: Date:

You must:

N1.1 Interpret informationfrom two differentsources. At least onesource must include atable, chart, graph, ordiagram.

Evidence mustshow you can:

1.1.1 Obtain the informationyou need to meet thepurpose of your task; and

1.1.2 identify suitablecalculations to get theresults you need.


Level 1APPLICATION OF NUMBER LEVEL 1

ASSESSMENT RECORDN1.2 Carry out and check calculations to do with: (a) amounts or sizes,

(b) scales or proportion, (c) handling statistics.

What was the subject and purpose of carrying out and checking calculations?

To carry out a survey of the ways in which people on the course travel home at weekendsand how often they travel.


Carry out calculations to thelevels of accuracy they hadbeen given?


Check their results madesense?

(tick)

Yes No

(tick)

Yes No


A. Candidate calculateddistances travelled and timestaken. He also calculatedcosts and times by car andtrain, representing hisfindings in pie charts. He alsocalculated ranges and meansfor costs and time taken fortravel.


There is evidence that A. Candidate checked byestimation and rounding oftimes taken for travel and fordistances travelled to thenearest whole number.

✓

✓



Date: Date:

You must:

N1.2 Carry out and checkcalculations to do with:a. amounts or sizesb. scales or proportionc. handling statistics.


1.2.1 Carry out calculations tothe levels of accuracy youhave been given; and

1.2.2 check your results makesense.


Level 1

You must:

N1.3 Interpret the results ofyour calculations andpresent your findings – intwo different ways usingcharts or diagrams.


1.3.1 Choose suitable ways topresent your findings;and

1.3.2 use more than one wayof presenting yourfindings; and

1.3.3 present your findingsclearly using a chart ordiagram; and

1.3.4 describe what yourresults tell you.

Page 4

APPLICATION OF NUMBER LEVEL 1ASSESSMENT RECORD

N1.3 Interpret the results of your calculations and present your findings – in two different ways using charts or diagrams.

What were the results of your calculations?

A report showing the findings of my travel survey.


Choose suitable ways topresent their findings?


Use more than one way ofpresenting their findings?


Present their findings clearlyusing a chart or diagram


Describe what their resultstold them?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


The choice of pie charts wasappropriate as it allowedcomparison of the numbersof people travelling homeeach weekend.


Diagram and pie charts areeffectively used.


There is a diagramrepresenting locations andrelative distances to whichpeople travelled in the UKand there are two pie chartsshowing how often peopletravelled home during theircourse.


The conclusions in the reportexplain the findings andthere are sensibleexplanations for findings.

✓

✓

✓

✓



Date: Date:

Communication

Level 2

Page 5

COMMUNICATION LEVEL 2ASSESSMENT CHECKLIST

Page List items of evidence and where C2.1a C2.1b C2.2 C2.3they are located in the portfolio

1 2 3 1 2 3 1 2 3 1 2 3 4

6 Assessment record of discussion x x x

7 Assessment record of talk x x x

22–27 Report on travel survey and x x x xinformation for short talk

28 Notes for talk on travel survey x x x

29–36 Sources 1–3 on D-Day x x x

37 Leaflet on D-Day x x x x x x x


C2.1aTake part in a groupdiscussion.

2.1a.1Make clear and relevantcontributions in a waythat suits your purposeand situation; and

2.1a.2respond appropriately toothers; and

2.1a.3help to move thediscussion forward.

C2.1bGive a talk of at leastfour minutes.

2.1b.1Speak clearly and in away that suits yoursubject, purpose andsituation; and

2.1b.2keep to the subject andstructure your talk tohelp listeners follow what you are saying; and

2.1b.3use appropriate ways to support your mainpoints.

C2.2Read and summariseinformation from at least two documentsabout the same subject.Each document must be a minimum of 500 words long.

2.2.1Select and read relevantdocuments; and

2.2.2identify accurately themain points, ideas andlines of reasoning; and

2.2.3summarise theinformation to suit yourpurpose.

C2.3Write two different types of documents, eachone giving differentinformation. Onedocument must be atleast 500 words long.

2.3.1Present relevantinformation in a formatthat suits your purpose;and

2.3.2use a structure and styleof writing to suit yourpurpose; and

2.3.3spell, punctuate and usegrammar accurately; and

2.3.4 make your meaning clear.




Date: Date:

Use at least one image, either to obtain information or to convey information, in your discussion, your talkor one of the documents you write to help the audience/reader understand the points you are making.

Indicate the location of evidence of the following:Group discussion Short talk

C2.1Discussion/short talk

ReadingC2.2Reading

Document of 500 words minimum Other documentC2.3Writing

Use of image 25, 37

3722–27

29–36

76

Communication

Level 2

Page 6

COMMUNICATION LEVEL 2ASSESSMENT RECORD

C2.1a Take part in a group discussion.

What was the subject and purpose of the discussion?

To discuss the role of the British forces during the D-Day landings.

Other people involved: Tom, Dick, Jim, Jahangir

Supporting evidence:

(if available)


Make clear and relevantcontributions in a way thatsuited their purpose andsituation?


Respond appropriately toothers?


Help to move the discussionforward?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate put foward hisviews about the Army’s roleon Sword and Gold beacheseffectively.


He answered Tom’s questionsabout the importance of theparatroopers and the gliders.


He asked others what theythought an acceptableresponse would be to anysuggestion that the Britishcontribution was smallcompared to that of the USA.

✓

✓

✓



Date: Date:

You must:

C2.1a Take part in a groupdiscussion.


2.1a.1 Make clear and relevantcontributions in a waythat suits your purposeand situation; and

2.1a.2 respond appropriately toothers; and

2.1a.3 help to move thediscussion forward.

Communication

Level 2

Page 7


C2.1b Give a talk of at least four minutes.

What was the subject and purpose of the talk?

The findings of research and survey of costs and time taken to travel home at weekends bypeople on the course.

Other people involved: The rest of the group formed the audience.

Supporting evidence: Notes on page 28

(if available)


Speak clearly and in a waythat suited their subject,purpose and situation?


Keep to the subject andstructure their talk to helplisteners follow what theywere saying?


Use appropriate ways tosupport their main points?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate spoke clearlyand set out the surveymethods and results so thatthe methods and results wereunderstood by everyone.


He followed the format setout in his notes and tookpeople through the processof writing the questionnaireand carrying out thecalculations.


A. Candidate used thediagram and pie charts toshow the results of thesurvey. His conclusions weresupported by these.

✓

✓

✓



Date: Date:

You must:

C2.1b Give a talk of at leastfour minutes.


2.1b.1 Speak clearly and in away that suits yoursubject, purpose andsituation; and

2.1b.2 keep to the subject andstructure your talk tohelp listeners followwhat you are saying; and

2.1b.3 use appropriate ways tosupport your main points.

Communication

Level 2

Page 8


C2.2 Read and summarise information from at least two documents about the same subject. Each document must be a minimum of 500 words long.

What was the subject and purpose of reading and summarising?

To research the role of British forces during the D-Day landings and to produce a leaflet fromthe summary.

Supporting evidence: Sources (pages 29–36) from websites

(if available)


Select and read relevantdocuments?


Identify accurately the mainpoints, ideas and lines ofreasoning?


Summarise the informationto suit their purpose?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


The materials used wereappropriate to getinformation on the role ofAirborne and Infantrydivisions on D-Day.


The main points werehighlighted and the leaflet isa summary of some aspectsof D-Day, including personalreflections.


The leaflet is a summary ofsome of the Britishcontributions to the successof D-Day. Images are wellused.

✓

✓

✓



Date: Date:

You must:

C2.2 Read and summariseinformation from at least two documentsabout the same subject.Each document must be a minimum of 500 words long.


2.2.1 Select and read relevantdocuments; and

2.2.2 identify accurately themain points, ideas andlines of reasoning; and

2.2.3 summarise theinformation to suit your purpose.

Communication

Level 2

You must:

C2.3 Write two different typesof documents, each onegiving differentinformation. Onedocument must be atleast 500 words long.


2.3.1 Present relevantinformation in a formatthat suits your purpose;and

2.3.2 use a structure and styleof writing to suit yourpurpose; and

2.3.3 spell, punctuate and usegrammar accurately; and

2.3.4 make your meaning clear.

Page 9


C2.3 Write two different types of documents, each one giving different information. One document must be at least 500 words long.

What was the subject and purpose of the document?

Description:

Doc. 1: Report of results and conclusions of travel survey (pp22–27)Doc. 2: Leaflet giving information about British forces during D-Day (p37)

Supporting evidence:

(if available)


Present relevant informationin a format that suited theirpurpose?


Use a structure and style ofwriting to suit their purpose?


Spell, punctuate and usegrammar accurately?


Make their meaning clear?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


Doc. 1 Report is clear, with allthe information needed tounderstand what was doneand what the results were.

Doc. 2 Leaflet has usefulinformation for others on thecourse.


Doc. 1 Report is wellstructured and has a formalstyle and tone.

Doc. 2 Leaflet is well set out,with limited words and gooduse of images.


Doc. 1 Accurate use ofcommas and good sentenceconstruction.

Doc. 2 Good use of shortsentences. Good spelling.


Doc. 1 Meaning of the resultsis clear from the conclusions.

Doc. 2 Leaflet is clear inintention and writing.

✓

✓

✓

✓



Date: Date:

Problem solving

Level 2

Page 10

PROBLEM SOLVING LEVEL 2ASSESSMENT CHECKLIST

Page List items of evidence and where they PS2.1 PS2.2 PS2.3are located in the portfolio

1 2 3 1 2 3 1 2 3

Problem 1: To find the quickest and most cost-effective ways for people on my course to travel home at weekends, and the factors which affect their decision to travel

38 Action plan for carrying out an investigation into people on my course travelling home x x xat weekends

39 Log of carrying out the survey x x x

40 Review of the survey x x x

Problem 2: To design a leaflet about the role of British forces during D-Day

41 Action plan for producing a leaflet x x x

42 Log of producing the leaflet x x x

43 Review of producing the leaflet x x x


PS2.1Identify a problem, with help froman appropriate person, and identifydifferent ways of tackling it.

2.1.1 Provide information to help identify a problem, accuratelydescribing its main features; and

2.1.2identify how you will know theproblem has been solved; and

2.1.3come up with different ways oftackling the problem.

PS2.2Plan and try out at least one way of solving the problem.

2.2.1Confirm with an appropriateperson how you will try to solvethe problem; and

2.2.2plan what you need to do,identifying the methods andresources you will use; and

2.2.3use your plan effectively, gettingsupport and revising your planwhen needed to help tackle theproblem.

PS2.3Check if the problem has beensolved and identify ways to improve problem solving skills.

2.3.1 Check if the problem has beensolved by accurately using themethods you have been given; and

2.3.2describe clearly the results,including the strengths andweaknesses of how you tackled theproblem; and

2.3.3identify ways of improving yourproblem solving skills.

You must provide at least two examples of meeting the standard for PS2.1, 2.2 and 2.3. Each example should cover a different problem and identify at least two different ways of tackling it (for PS2.1).




Date: Date:

Problem solving

Level 2

You must:

PS2.1 Identify a problem, withhelp from an appropriateperson, and identifydifferent ways of tackling it.


2.1.1 Provide information tohelp identify a problem,accurately describing itsmain features; and

2.1.2 identify how you willknow the problem hasbeen solved; and

2.1.3 come up with differentways of tackling theproblem.

Page 11

PROBLEM SOLVING LEVEL 2ASSESSMENT RECORD

PS2.1 Identify a problem, with help from an appropriate person, and identify different ways of tackling it.

Problem 1: To find the quickest and mostcost-effective ways for people on my course to travel home at weekends and thefactors which affect their decision to travel.

Problem 2: To design a leaflet about therole of the British forces during D-Day.


Provide information to helpidentify the problem,accurately describing its main features?


Identify how they wouldknow the problem had been solved?


Come up with different waysof tackling the problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate was able toidentify different types ofinformation required fromthe travel survey and the internet.


A. Candidate was able toidentify the outcomes relatedto their report on the projectand to the leaflet.


Three ways of tackling theproblem were identified,although parts of twooptions were used to get the necessary information.

✓

✓

✓



Date: Date:

Problem solving

Level 2

You must:

PS2.2 Plan and try out at leastone way of solving theproblem.


2.2.1 Confirm with anappropriate person howyou will try to solve theproblem; and

2.2.2 plan what you need todo, identifying themethods and resourcesyou will use; and

2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem.

Page 12


PS2.2 Plan and try out at least one way of solving the problem.




Confirm with an appropriateperson how they would tryto solve the problem?


Plan what they needed to do,identifying the methods andresources they would use?


Use their plan effectively,getting support and revisingtheir plan when needed tohelp tackle the problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate confirmed withme that the methods chosenwere sensible and safe.


There is an action plan forsolving each problem (p38 and p41).


The plan was followedeffectively until productionof the report. A. Candidatecorrectly identified thatgetting people to participatein the questionnaire wouldbe most difficult and didpersuade enough with cupsof coffee.

He revised the way he usedthe computer in the secondproblem and identifiedfurther IT skills needed.

✓

✓

✓



Date: Date:

Problem solving

Level 2

You must:

PS2.3 Check if the problem hasbeen solved and identifyways to improve problemsolving skills.


2.3.1 Check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and

2.3.2 describe clearly theresults, including thestrengths and weaknessesof how you tackled theproblem; and

2.3.3 identify ways ofimproving your problemsolving skills.

Page 13


PS2.3 Check with an appropriate person if the problem has been solved and identify ways to improve problem solving skills.




Check if the problem hadbeen solved by accuratelyusing the methods they hadbeen given?


Describe clearly the results,including the strengths andweaknesses of how theytackled the problem?


Identify ways of improvingtheir problem solving skills?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate did solve eachproblem, having followedthe methods agreed for the questionnaire data andthe leaflet.


He has identified strengthsand weaknesses of theapproach in both problems(p40 and p43).


A. Candidate was able toidentify the need to stick to plans and ask for help. He also identified skills whichneed to be developed forfuture projects, such as usingdesign software.

✓

✓

✓



Date: Date:

Task 1 Travel Survey

You have been asked to tackle the problem of finding the quickest and most

effective means of transport for people to use when travelling to and from the course

in Aldershot. As you are in the Royal Logistics Corps, this kind of analysis will be

important in your work.

Carry out a survey of 10 people in your group, to identify where each person lives,

their travel arrangements and costs, to and from home, to the course. Identify how

many times people on the course travel home for weekends. Compare the costs for

different people in the group, to identify the range and the average cost on a weekly

and monthly basis. Identify the most popular means of travel. What are the main factors

which people take into account when choosing how to travel and whether or not to go

home at weekends?

Present your findings as a written word-processed report of about 500 words. You will

also present your report as a short talk of at least 4 minutes. Use at least one image to

support what you say. Your tutor will assess your talk.

Application of number L1 evidence:

This task will allow you to produce evidence for one AoN activity involving calculations

to do with amounts or sizes, scales or proportion and statistics.

Keep records of the data you collect and explain how you will use it. You may use

spreadsheets to carry out calculations.

Make sure that you show all your calculations and checking of answers. Include your

sources and how you got them.

Present your findings using charts or diagrams. Come to a conclusion based on

your findings.

Communication L2 evidence:

Include the written report of 500 words.

The notes from your talk and the image(s) you used should be in your portfolio, together

with the assessment record of your talk which will be completed by your tutor.

Problem solving L2 evidence:

Problem 1: The problem agreed with your tutor is to find the quickest and most

cost-effective ways of travel home for people on your course and the factors which affect

their decision to travel home or not.

Candidate’s evidence

Keep a record of at least two ways you have come up with for solving the problem and

which one you have chosen.

Keep a log of what you do to try to solve the problem.

From discussions with your tutor, decide whether or not the problem has been solved

and how you know this.

In your conclusion, write down what you have learned about problem solving, which will

help you in the future to tackle similar problems more successfully.

Task 2

Carry out research into the role of the British Army/Airforce/Navy (as discussed with

your tutor) during the Normandy Landings in France on D-Day, 6 June 1944. From the

summary you write produce a leaflet for others on your course to understand the impact

the British had on the outcome of the invasion.

Communication L2 evidence:

The leaflet you produce.

Keep a record of the sources you include (you can include them in your portfolio) and

the way in which you took notes, e.g. by highlighting or underlining. Include the leaflet

in your portfolio.

Take part in a discussion about the role of the British forces during D-Day and its likely

success without them. Your tutor will assess you to see that you contribute well, listen to

others and ask suitable questions.

Problem solving L2 evidence:

Problem 2: The problem agreed with your tutor is to produce a leaflet.

Keep a record of at least two ways you have come up with for solving the problem and

which one you have chosen.

Keep a log of what you do to try to solve the problem.

From discussions with your tutor, decide whether or not the problem has been solved

and how you know this.

In your conclusion, write down what you have learned about problem solving, which will

help you in the future to tackle similar problems more successfully.


Level 1


N1.1.1 Obtain the informationyou need to meet thepurpose of your task; and

N1.1.2 identify suitablecalculations to get theresults you need.

Page 16

Data collection (1): Travel Survey Questionnaire

Thank you for taking the time to complete this questionnaire.

Please return it to A. Candidate by Thursday 22nd.

1. Name the town you normally travel to on your weekend leave.

2. How many miles is the distance from your home town to Aldershot?

3. How many weekends did you go home in the last four weeks?

4. How many weekends did you go home over the whole course (26 weeks)?

5. What is the cost of your journey by public transport?


Level 1


N1.1.1 Obtain the informationyou need to meet thepurpose of your task.

Page 17

Data collection (2): Motoring costs from AA website


Level 1



Page 18

Data collection (3): Information from Autoroute CD-ROM


Level 1



Page 19

Data collection (4): Information from thetrainline


Level 1



N1.2.1 carry out calculations tothe levels of accuracy youhave been given; and

N1.2.2 check your results makesense.

Page 20

Data collection (5): Bearings from Liverpool(from Road Atlas map measured with protractor)

A bearing is an angle measured clockwise from the North.

Town Angle Bearing

1. Dwygyfylchi 50 320

2. Dundee 75 345

3. Glasgow 68 338

4. Hereford 34 304

5. Invergordon 72 342

6. Loughborough 80 350

7. Nottingham 82 352

8. Nuneaton 70 340

9. Peterhead 83 353

10. Rhondda 16 286

I am going to make a diagram for my report to show the distances from Aldershot.I will draw the lines at the bearing angles to show direction.I will draw it to scale.I will make the longest distance which is approximately 600 miles 20cm on my diagram.It will be easier to work out the scale if I make the miles into kilometres because cm andkm are both metric.1 mile = 1.6km

Example calculation:Dwygyfylchi 272.2 x 1.6 = 435.5 = 440 to nearest 10

CHECK (reverse calculation) 435.5 ÷ 1.6 = 272.2

Invergordon 600.8 x 1.6 = 961.3 = 960 to nearest 10

This is the longest distance so my scale will be

20cm = 1000km10cm = 500km1cm = 50km

0.2cm = 10km

On my diagram Invergordon is 96 x 0.2 = 19.2cm

Dwygyfylchi is 44 x 0.2 = 8.8cmCHECK (approximate calculation) 9 ÷ 2 x 10 = 45


Level 1




N1.2.2 check your results makesense.

Page 21

Distance from Aldershot (from Autoroute) and calculations for scale diagram

Town Miles Kilometres Km to Length nearest of line 10km on scale

diagram (cm)

1 Dwygyfylchi 272.2 435.5 440 8.8

2 Dundee 495.7 793.1 790 15.8

3 Glasgow 420.4 672.6 670 13.4

4 Hereford 147.1 235.4 240 4.8

5 Invergordon 600.8 961.3 960 19.2

6 Loughborough 136.5 218.4 150 4.4

7 Nottingham 151.6 242.6 240 4.8

8 Nuneaton 126.2 201.9 200 4

9 Peterhead 598.9 958.2 960 19.2

10 Rhondda 144.9 231.8 230 4.6

A proper scale can be worked out easily because it is all metric.

500km = 500 x 1000m= 500,000m

500,000m = 500,000 x 100cm= 50,000,000cm

My scale is 1cm = 500kmThe same as 1cm = 50,000,000cm

So my scale is 1:50,000,000

My scale drawing is with the report on page 27.

Communication and application ofnumber

Level 1


C2.3.1 Present relevantinformation in a formatthat suits your purpose;and

C2.3.2 use a structure and styleof writing to suit yourpurpose; and

C2.3.3 spell, punctuate and usegrammar accurately; and

C2.3.4 make your meaningclear; and


N1.2.2 check your results makesense; and

N1.3.1 choose suitable ways topresent your findings;and

N1.3.2 use more than one wayof presenting yourfindings; and

N1.3.3 present your findingsclearly using a chart ordiagram; and

N1.3.4 describe what yourresults tell you.

Page 22

Report on Travel Survey and Information for Short Talk

PurposeI am going to find out about the costs and time spent travelling home for weekend leave by

people in my class. I need to find out how many weekends they travelled home and how much

time it takes and how much it costs them. I will use this information to compare travelling by

train and by car and give a short talk to the class.

MethodI obtained data from four sources:

1. a questionnaire survey of ten people in my class about their travel each weekend

2. the internet – thetrainline.com, a website, for train fares and times (tables)

3. the internet – AA website

4. CD-ROM Autoroute for times and distances for car journeys.

The questionnaire asked people about where they lived, how far it was and how many times

they went home at weekends. It also asked them to say how much it cost them. Not everybody

could say how much it cost and some people did not know the distance to home, so I needed to

check this.

I used the internet to find times and prices. There were many different prices so I talked to my

tutor and decided to use the standard single fare for my train costs. The times were not all the

same so I took an average time and rounded it to the nearest 1/4 hour.

I used Autoroute to find out distances and times for car journeys. I set the profile for legal

speeds and put in a 15 minute break every two hours.

I found the AA recommended average cost per mile for different cars from the AA website and

used 18p per mile as most people have older cars and this is a rounded up figure from 17.23p.

(See the AA web information sheets for the figures I used on pages 17 and 18.)

I calculated the different numbers of weekends at home by percentages of the class group for

the whole course and for the last four weeks.

I worked out average times, speeds and costs for cars and trains using the mean and I also

worked out some ranges.

I decided to show the different distances travelled for my talk using a scale network diagram so

I measured the bearings of the towns from Aldershot.

Data

1. Numbers of weekends at home (from questionnaire)

number of people

last 4 whole

Weekends at home weeks course

0 3 0

1 1 0

2 1 0

3 3 0

4 2 1

5 3

6 3

7 2

8 1

10 10


Level 1












Page 23

2. Names of towns (from questionnaire)

Town Number of people

1) Dwygyfylchi 1

2) Dundee 1

3) Glasgow 1

4) Hereford 1

5) Invergordon 1

6) Loughborough 1

7) Nottingham 1

8) Nuneaton 1

9) Peterhead 1

10) Rhondda 1

3. Miles travelled (from Autoroute CD)

Town Miles

11. Dwygyfylchi 272.2

12. Dundee 495.7

13. Glasgow 420.4

14. Hereford 147.1

15. Invergordon 600.8

16. Loughborough 136.5

17. Nottingham 151.6

18. Nuneaton 126.2

19. Peterhead 598.9

20. Rhondda 144.9

4. Time taken (from Autoroute and thetrainline)

Time taken Time taken (hrs & mins) (hrs & mins)

Town Miles (CAR) (TRAIN)

1. Dwygyfylchi 272.2 05:30 05:15

2. Dundee 495.7 09:45 08:00

3. Glasgow 420.4 07:45 08:15

4. Hereford 147.1 03:15 03:45

5. Invergordon 600.8 13:00 12:00

6. Loughborough 136.5 02:45 03:15

7. Nottingham 151.6 03:00 03:30

8. Nuneaton 126.2 02:45 02:45

9. Peterhead 598.9 13:45 10:30

10. Rhondda 144.9 3:30 3:45

5. Number of weekends home in last 4 weeks (from questionnaire)

Number in last 4 Number of peopleweeks

0 3

1 1

2 1

3 3

4 2

Total 10


Level 1












Page 24

6. Total number of weekends home on course (from questionnaire)

Number in 26 weeks Number of people

0 0

1 0

2 0

3 0

4 1

5 3

6 3

7 2

8 1

9 0

Total 10

7. Cost of journey

cost cost (CAR) (TRAIN)

Town Miles (£) (£)

1. Dwygyfylchi 272.2 49.00 108.00

2. Dundee 495.7 89.23 130.00

3. Glasgow 420.4 75.67 122.00

4. Hereford 147.1 26.48 57.00

5. Invergordon 600.8 108.14 142.00

6. Loughborough 136.5 24.57 57.50

7. Nottingham 151.6 27.29 62.50

8. Nuneaton 126.2 22.72 102.50

9. Peterhead 598.9 107.80 134.00

10. Rhondda 144.9 26.08 66.00

Total 3094.3 556.97 981.50

Findings

Most people went home one or three weekends out of four.

Most people went home five or six weekends in 26 weeks.

The range of distances travelled is 475 miles or 760km.

The average distance travelled is 310 miles.

The range of journey time taken is 11hr by car or 9hr 15min by train.

The average journey time is 6hr 30min by car or 6hr 06min by train.

The range of costs per journey is £85.42 by car or £85 by train.

The average cost per journey is £55.70 by car or £98.15 by train.

The average cost per mile is 18p by car or 32p by train.

The average speed of the journeys is 48mph by car or 51mph by train.


Level 2












Page 25

The pie charts show the percentages of people who went home for weekends.

0 weekends = 3/10 people= 30%

1 weekend = 1/10 people= 10%




CHECK Total = 100%


1 weekend = 0/10 people= 0%









CHECK Total = 100%

ConclusionsMy calculations show that there is not much difference in journey time or speed between car

and train journeys. There is a big difference in cost with train journeys being nearly twice as

expensive as car journeys. There might be cheaper fares for trains available and people do not

always pay the full standard fare. There is a big difference in the distances travelled shown by

the range so the average journey costs do not really give a good idea of what it costs

individuals to go home.

The data is presented as charts and diagrams. The charts help to compare the results more

easily for the number of weekends people went home. The diagram allows you to see the

relative distances easily on a scale plan to compare how far people travel.

My results show that the people on my course live long distances from Aldershot but they still

travel home for weekends. Most people went home 5 or 6 weekends out of the 26 week course.

Weekends at home in last 4weekends

4weekends

20%

0weekends

30%

2weekends

10%

1 weekend10%3

weekends30%

Weekends at home in 26 weeks

8weekends

10%

4weekends

10%

6weekends

30%

5weekends

30%

7weekends

20%


Level 2












Page 26

Everyone went home at least 4 weekends in the 26 week course and one person wenthome 8 weekends. In the last 4 weeks, which is near the end of the course, nearly athird of people didn’t go home at all. Either they like it here more now, or they are tootired to go home.

It would have been better if I had matched up the distance travelled with the numberof times people went home, to see if distance is what stops people going more often.If I did the survey again I would also use more people.

Calculations

Time Time

taken taken cost cost

(CAR) (TRAIN)(CAR) (TRAIN)

Town Miles hr:min hr:min (£) (£)

1. Dwygyfylchi 272.2 05:30 05:15 49.00 108.00

2. Dundee 495.7 09:45 08:00 89.23 130.00

3. Glasgow 420.4 07:45 07:00 75.67 122.00

4. Hereford 147.1 03:15 03:45 26.48 57.00

5. Invergordon 600.8 13:00 12:00 108.14 142.00

6. Loughborough 136.5 02:45 03:15 24.57 57.50

7. Nottingham 151.6 03:00 03:30 27.29 62.50

8. Nuneaton 126.2 02:45 02:45 22.72 102.50

9. Peterhead 598.9 13:45 10:30 107.80 134.00

10. Rhondda 144.9 03:30 03:45 26.08 66.00

Totals 3094.3 65.00 61.00 556.97 981.50

Averages (means) MILES 3094.3 ÷ 10 = 309.43 = 310 rounded to nearest mile

TIMES 65 ÷ 10 = 6.5hr = 6hr:30min (CAR)

61 ÷ 10 = 6.1hr = 6hr:06min (TRAIN)

SPEED = distance ÷ time = 3094.3 ÷ 6.5 = 47.6mph (CAR)

= 3094.3 ÷ 6.1 = 50.7mph (TRAIN)

COST 556.97 ÷ 10 = £55.70 (CAR)

981.50 ÷ 10 = £98.15 (TRAIN)

COST PER MILE £0.18 car

COST PER MILE = 981.50 ÷ 3094.3 = £0.317196 = £0.32

CHECK (different calculation) average cost ÷ average miles = 98.15 ÷ 310 = 0.32

Ranges MILES 600.8 – 126.2 = 474.6 = 475

KILOMETRES 961.3 – 201.9 = 759.4 = 760

CHECK (different calculation) 475 x 1.6 = 760

JOURNEY TIME 13:45 – 2:45 = 11hr (CAR)

12:00 – 2:45 = 9hr 15mins (TRAIN)

COST 108.14 – 22.72 = £85.42 (CAR)

142 – 57 = £85 (TRAIN)

Examples of other checks Added columns up both waysDid approximate adding for money 50+90+80+30+110+20+30+20+110+30 = 570


Level 2












Page 27

Communication

Level 2


2.1b.1 Speak clearly and in away that suits yoursubject, purpose andsituation; and

2.1b.2 keep to the subject andstructure your talk tohelp listeners followwhat you are saying; and

2.1b.3 use appropriate ways tosupport your main points.

Page 28

Communication

Level 2


C2.2.1 Select and read relevantdocuments; and

C2.2.2 identify accurately themain points, ideas andlines of reasoning; and

C2.2.3 summarise theinformation to suit yourpurpose.

Page 29

Communication

Level 2





Page 30

Communication

Level 2





Page 31

Communication

Level 2





Page 32

Communication

Level 2





Page 33

Communication

Level 2





Page 34

Communication

Level 2





Page 35

Communication

Level 2





Page 36

Communication

Level 2




C2.2.3 summarise theinformation to suit yourpurpose; and

C2.3.1 present relevantinformation in a formatthat suits your purpose;and



C2.3.4 make your meaning clear.

Page 37

Problem solving

Level 2


PS2.1.1 Provide information tohelp identify a problem,accurately describing itsmain features; and

PS2.1.2 identify how you willknow the problem hasbeen solved; and

PS2.1.3 come up with differentways of tackling theproblem.

Page 38

PLAN ➔ Do ➔ Review

Problem solving

Level 2


PS2.2.1 Confirm with anappropriate person howyou will try to solve theproblem; and

PS2.2.2 plan what you need todo, identifying themethods and resourcesyou will use; and

PS2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle the problem.

Page 39

PLAN ➔ DO ➔ Review

Problem solving

Level 2


PS2.3.1 Check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and

PS2.3.2 describe clearly theresults, including thestrengths and weaknessesof how you tackled theproblem; and

PS2.3.3 identify ways of improvingyour problem solvingskills.

Page 40

Plan ➔ Do ➔ REVIEW

Problem solving

Level 2


PS2.1.1 Provide information tohelp identify a problem,accurately describing itsmain features; and

PS2.1.2 identify how you willknow the problem hasbeen solved; and

PS2.1.3 come up with differentways of tackling theproblem.

Page 41

PLAN ➔ Do ➔ Review

Problem solving

Level 2


PS2.2.1 Confirm with anappropriate person howyou will try to solve theproblem; and

PS2.2.2 plan what you need todo, identifying themethods and resourcesyou will use; and

PS2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle the problem.

Page 42

PLAN ➔ DO ➔ Review


PS2.3.1 Check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and

PS2.3.2 describe clearly theresults, including thestrengths and weaknessesof how you tackled theproblem; and

PS2.3.3 identify ways of improvingyour problem solvingskills.

Page 43

Problem solving

Level 2

Page 43

Plan ➔ Do ➔ REVIEW

© QCA/DELLS/CCEA 2006

For more copies, contact:QCA Orderline, PO Box 29, Norwich NR3 1GN

(tel: 08700 60 60 15; fax: 08700 60 60 17; email: [email protected])

Price and order ref: £10 QCA/05/1779

ISBN 1-85838-842-2

This booklet is also available at www.qca.org.uk

QCA wishes to make its publications widely accessible. Please contact us if you have any specific accessibility requirements.

About this booklet

Who is it for? Key skills candidates, practitioners, assessors and

moderators, external verifiers and others involved in the

delivery of key skills, key skills awarding bodies and the

Key Skills Support Programme

What does it include? Exemplification of the requirements for key skills portfolios

Related materials The key skills qualifications standards and guidance (2004)

(QCA/04/1272)

For more information The Key Skills Team (020 7509 5611; [email protected])

combined example 2006 portfolio

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